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How wonderful it is that nobody need wait a single moment before starting to improve the world.

Anne Frank

In Year 7, students are taught key historical skills, the Romans and the Middle Ages.  Throughout the year the students are taught the diverse key elements and themes required by the National Curriculum.  In Year 8, students are taught about the power and weaknesses of the Tudor and Stuart Monarchs. In Year 9 students are taught about the British Empire and the complexities of World War One.

The Tower of London Y8 Trip

KS3 History

In Year 7, students are introduced to History by completing the Blue Plaque Project with a key focus on Black History. They then study England pre 1066, the Normans, the Benin Empire the Middle Ages and the Crusades.  Throughout the year the students are taught the diverse key elements and themes required by the National Curriculum.

In Year 8, students are taught about the power and weaknesses of the Tudor Monarchs for their first topic, during a period of great religious change. Black Tudors and Tudor Women are integrated within this topic. Alongside this topic, students are taught about Mughal India, making comparisons and contrasts to the rule of the Tudor Monarchs. For their second topic, students are taught about the diverse causes of the English Civil War. Alongside this study, students are also taught about London during the Age of the Enlightenment. For the third topic, students are taught about the changes and impact the Industrial Revolution had on living and working conditions in Great Britain, with a focus on diversity. Alongside this, students are also taught about the inventions and the impact they had during this period of time. For their third and final topic, students are taught about the Trans-Atlantic Enslavement.

In Year 9, students are taught about the British Empire, with a specific focus on scholarly works. They then move onto the complexity of the causes of the First World War. Alongside this, students are taught about the experiences in the Trenches, with Case Studies on diversity and the international perspective of the war. For their third topic, students are taught about how democratic Great Britain was and the reasons why women won the right to vote. For their fourth topic, students are taught about Germany after World War I, the rise of Hitler and the Holocaust. Alongside this, students are taught about the Rise of Hitler through source analysis and how we remember the Holocaust. For their final topic at Key Stage 3, students are taught about the diverse reasons why different ethnic groups migrated to the British Isles and the importance it has had as a result, alongside source based lessons, deepening their understanding of this vital part of British History.

Year 7
Year 8
Year 9

The Blue Plaque Project, England pre-1066 including acquisition of empire, power and wealth, entertainment, family life and education and the Normans.

The Benin Empire, Medieval England and the Crusades.

The Tudor Reformation. Power, weaknesses and religious changes under the rule of the Tudor  Monarchs from Henry VII, with Case Studies on Black Tudors and Tudor Women.

Additional study; Mughal India in which students determine the similarities and differences between the different rulers to the Tudor Monarchs.

The English Civil War. The role of the Monarch and Parliament which led to the English Civil War.

Additional study; London in the Age of the Enlightenment

The Industrial Revolution; including living conditions, inventions, factory system, impact on women and children. A focus will be made on diversity.

Additional study; the role of inventors during the Industrial Revolution and the impact they had

Trans-Atlantic Enslavement. To understand the importance and significance of this key period in History

The British Empire, with a focus on scholarly and historical works.

World War One; including the complex long and short term causes of the War.

Additional study; source based analysis based on life in the trenches and the experiences of diversity

Students are taught about how democratic Great Britain was and the reasons why women won the right to vote.

European History; Germany after World War 1, the Rise of Hitler and the Nazis, and The Holocaust

Additional study; Source based on The Holocaust

Migration; understanding the movement and settlement of diverse ethnic groups after World War II, to the UK

KS4 History

At GCSE, students follow the Edexcel History specification.  Students are externally assessed in all units at the end of Year 11.

Please click here for the Edexcel History website.

Assessment Year 10

Paper 1: Thematic study and historic environment

Medicine in Britain c1250-present and The British sector of the Western Front, 1914-1918: injuries, treatment and the trenches

(30% GCSE written examination: 1 hour and 15 minutes)

Medicine in mediaeval England, c 1250-c1500 Students analyse the key features of medicine in Anglo-Saxon and mediaeval England; ideas about cause of illness; approaches to prevention and treatment; and a case study on the Black Death

The Medical Renaissance in England (1500-1700) Students explore the extent of change in medical ideas and practices; the importance of Thomas Sydenham, Vesalius and William Harvey; the influence of the technology and established societies; and a case study on the Great Plague of 1665.

Medicine in eighteenth and mid-nineteenth century Britain c1700-c1900 Students determine the significance of the germ theory; the work of Pasteur and Koch microbes; the improvements in hospital care and influences of Nightingale, Lister and Simpson; dev. of ideas about cause and treatment of disease; changing attitudes to govt. intervention; and a case study on the dev. of vaccination and impact of the cholera epidemics.


Assessment Year 10

Paper 2: Period study and British depth study

(40% GCSE, written examination: 1 hour and 45 minutes)

Early Elizabethan England and Spain and the ‘New World’

British Study - Option B4: Early Elizabethan England, 1558-88
Students explore the situation surrounding Elizabeth’s accession; the ‘settlement’ of religion and the Puritan challenge; the problem of Mary Queen of Scots and significance of her execution; relations with Spain including role of Drake and the Spanish Armada; and society in the Age of Exploration.

Period Study – Option P1: Spain and the ‘New World’, c1490-c1555
Students analyse the key features of the Spanish exploration including Columbus and the Caribbean; the conquistadors including the establishment of the Spanish empire, the conquest of Mexico and consequences of Spanish invasion on native groups; the conquest of the Incas, expansion of the empire and impact of enslavement.         

Medicine in Modern Britain (c1900-present day)

Students study the discovery of DNA structure and the fight against disease; the establishment and impact of the NHS; the contribution of science and technology to research, diagnosis and treatment; and case studies on development of penicillin and cancer in 21st century.
The British sector of the Western Front, 1914-1918: injuries, treatment and the trenches (Historical Environment)

Students analyse and evaluate a range of national and local source material relevant to the significance of WW1 to the development of medical treatment; problems of infection; nature of wounds from advanced weapons; the stages of treatment areas; development of surgery; and blood transfusions.


Assessment Year 11

Paper 3: Modern depth study Weimar and Nazi Germany 1918-1939

(30% GCSE, written examination 1hour and 20 minutes)

The Weimar Republic 198-1929
Students analyse the problems Germany faced immediately after the First World War; the origins of the Weimar Republic; challenges of 1919 and 1923; the significance of Stresemann during the Golden Years; and increased social/cultural prosperity.

Hitler’s rise to power, 1919-1933
Students examine the rise of the Nazi Party including the 25 point programme; the Munich Putsch; the economic and political consequences of the Wall Street Crash 1929; and role of Hindenburg and Von Papen in Hitler becoming chancellor.

Nazi control and dictatorship Students determine the reasons why and steps by which Hitler was able to gain total power in Germany; Nazi control of and influence on attitudes; the role of the SS; the use of the Churches; role of propaganda; and extent of opposition and resistance.

Life in Nazi Germany, 1933-1939
Students explore Nazi polices towards different groups in Germany; including women and marriage, family and employment; policies towards the young including education and gender roles; policies towards workers; and the persecution of minorities including gypsies, homosexuals, those with disabilities and Jews

Students are externally assessed in all papers at the end of Year 11.

Grades 1 to 9 are awarded.

KS5 History

Please click here for the History Edexcel 9H10 A Level Specification.

Advanced Level

A Level is a two year course and students will be assessed on the full content of the A Level at the end of their study. Each unit consists of a historical period, issue, event or individual chosen from a list of options. The options chosen at Enfield County School for Girls are listed below

Year 12

Paper 2 – Option 2F.2. Depth Study. South Africa, 1948-94: from Apartheid state to ‘Rainbow Nation’ (20%)

Paper 3 – Option 36.1. Themes in depth with aspects of breadth Study. Protest, agitation and parliamentary reform in Britain, c1780–1928 (30%)


Year 13

Paper - Option 1F. Breadth study with interpretations. In Search of the American Dream: the USA, c1917 - 1996 (30%). Key  political,  social  and  economic  changes  experienced  in America  

Coursework - No exam as Coursework based (20%). Independently researched enquiry based on historical interpretations. The purpose of this coursework is to enable students to develop skills in the analysis and evaluation of interpretations of history in a chosen question, problem or issue as part of an independently researched assignment.

Further Opportunities Following this Course

Students who study A Level History have access to a wide range of career and higher education opportunities. By the end of your course you will have learnt how to evaluate and analyse information, how to weigh up evidence and how to communicate complex ideas effectively. These skills are recognised and valued by employers, universities and colleges.

History combines well with maths and science to create an attractive portfolio of qualifications, enabling a student to move on to a university science-based course. Combined with English and a modern foreign language it would provide a good basis for an arts or languages-based degree.  History A Level provides an excellent foundation for a number of popular careers including journalism, law and business.

Securing a Place at Post-16

A minimum Grade 6 in GCSE History

Please refer to our entry policy.

The students who have studied GCSE History will find that the skills they have learned and the knowledge they have acquired will form a solid foundation for further studies at A Level

The Curriculum Deputy Headteacher, Ms Foster, will be happy to supply further detail and more information if required.

Please contact her at or telephone 020 8363 3030.